GENERAL STUDIES, ESSAY AND COMPREHENSIONpathfindersacademypune.com/downloads/oYfIPphvOM.pdf · Ikz’u la[;k 1 fganh vkSj vaxzsth esa Nik gSA bldk mRrj ;k rks fganh esa fy[kk tkuk

FATHFINDERS’ ACADEMY PUNE by Dr. Prashant Jagtap Sir. Asst. Commandant CISF

www.pathfindersacademypune.com

GENERAL STUDIES, ESSAY AND COMPREHENSION

fu/kkZfjr le; % 3 ?kaVs vf/kdre vad % 200

lkekU; vuqns’k

bl iz’u&lg& mRrj ¼D;w-lh-,-½ iqfLrdk esa 48+5 i`"B gSaA iqfLrdk izkIr gksus ds ckn] d`i;k ;g tkWap dj ys fd

bl D;q-lh-,- iqfLrdk esa dgh i`"B xyr eqfnzr vFkok QVk gqvk vFkok dksbZ i`"B ,oa vxys i"Bksa ij fn, x, vuqns’kksa

dks /;kuiwoZd i< ysaA

mEehnokj lHkh iz’uksa ds mRrj vfuok;Z #i ls fu/kkZfjr vuqns’kksa ds vuqlkj ,oa iqfLrdk esa izR;sd iz’u ds uhps fn, x,

LFkku esa gh fy[ksaA vkoafVr LFkku ds ckgj fy[ks x, mRrj ds fy, dksbZ vad iznku ugh fd;k tk ldrk gSA

iz’u&i=] D;q-lh-,- iqfLrdk ds var esa layXu gS vkSj bls vyx ¼fo;ksT;½ fd;k tk ldrk gSA ;g iz’u&i=

mEehnokj ijh{kk lekIr gksus ds mijkUr vyx djds vius lkFk ys tk ldrs gSA

General Instructions

This Questions-Cum-Answer (QCA) Booklet contains 48+5 pages. Immediately on receipt of the

Booklet please check that this QCA Booklet does not have any misprint or torn or missing pages or

items. Etc. If so, get it replace by a fresh QCA Booklet.

Candidates must read the instructions on this page and the following pages carefully before attempt-

ing the paper. Candidates should attempt all questions strictly in accordance with the specified in-

structions and in the space prescribed under each question in the Booklet. Any answer written outside

¼mEehnokj }kjk Hkjk

tk,@To be filled by the Candidate½

¼mEehnokj }kjk Hkjk tk,@To be filled by the Candidate½

vuqdzekad@Roll No. ……………………………………

ijh{kk dk uke@Name of the Examination ……………

fo"k;@iz’u&i=@Subject/Paper GENERAL STUDIES, ESAY

iz'u&lg&mRrj&iqfLrdk dze la[;k

Question-Cum-Answer

¼mi;qZDr dze la- lkj.kh esa ;k iz’u&lg&mRrj&iqfLrdk esa

vU;= ugha fy[kk tk,½

¼i;Zos{kd }kjk Hkjk tk,

mifLFkfr la- fujh{kd ds gLrk{kj

CAPF AC 2013 PAPER II

QUESTION-CUM-ANSWER BOOKLET



GENERAL STUDIES, ESSAY AND COMPREHENSION

fu/kkZfjr osG % ?kaVs vf/kdre vad %

iz’u&i= ds fy, fof’k"V vuqns’k

fuEufyf[kr izR;sd vuqns’k dks] iz’uksa ds mRrj nsus ls igys] /;kuiwoZd i< ysaA

lHkh N% iz’uksa ds mRrj nsuk vfuok;Z gSA

Ikz’u la[;k 1 fganh vkSj vaxzsth esa Nik gSA bldk mRrj ;k rks fganh esa fy[kk tkuk pkfg,A ijh{kkfFkZ;ksa

dks fuf’pr dj ysuk pkfg, fd fucU/k dk ek/;e ogh Hkk"kk gks tks mudh mifLFkrh lwph esa ntZ gSA

ijh{kkFkhZ dks iz’u&lg& mRrj iqfLrdk ¼D;w-lh-,-½ ds doj ist esa fu;r LFkku ij Hkh bl ckr dk

mYys[k djuk pkfg,A

vU; iz’u flQZ vaxzsth esa Nis gSa vkSj mRrj vaxzsth esa gh fy[kuk vfuok;Z gSA

gjsd iz’u@ds Hkkx ds vf/kdre vad mlds lkeus fn, x, gSaA

lHkh iz’u ds lHkh Hkkxksa ds mRrj] iz’u&lg&mRrj iqfLrdk esa muds fu;r LFkku ij fy[ks tkus

pkfg,A iz’uksa@iz’u ds Hkkx ds mRrj vuqdzeokj fxus tk,WaxsA

vxj mRrj dkVk ugh x;k gS] rks vkaf’kd mRrj nsus ij Hkh mls fxuk tk,xkA ;fn iz’u&lg&mRrj

iqfLrdk esa dksbZ i"B ;k Hkkx [kkyh NksM fn;k x;k gS] mls ydhj [khap dj Li"Vr% dkV nsuk

vko’;d gSA

Question Paper Specific Instructions

Please read each of the following instruction carefully before attempting questions.

All the SIX questions are to be attempted.

Question No. 1 is printed both in Hindi and in English. Answer to this shall be written either

in Hindi or English, conforming to the medium indicated in the Attendance list against the

name of the candidate. The same shall also be indicated by the candidate on the cover of the

Question-cum-Answer booklet (QCA) in the space provided.

Other questions are printed in English only and should be attempted in English only.

The number of marks carried by a part / question is indicated against it.

All parts of a question shall be attempted at the place designated for them in the Question-

cum-Answer booklet. Attempts of parts/questions shall be counted in sequential order.

Unless struck off, attempt of a part/question shall be counted even if attempted partly. Any

page or portion of the page left blank in the Question-cum-Answer Booklet must be clearly

struck off.



CAPF AC 2013

1) Write essays on any four of the following in about 300 words each. (4x2=80)

a) Nexus between health practitioners and pharmaceutical companies, a concern (CAPF 2013)

b) Inter-state water disputes in India (CAPF 2013)

c) Role of Social Reformers in the struggle for freedom (CAPF 2013)

d) Impact of falling value of rupee on Indian economy (CAPF 2013)

e) China‟s policy of aggressive dominance in South-East Asia (CAPF 2013)

f) Effect of media publicity on terrorism (CAPF 2013)

fuEufyf[kr esa ls fdUgha pkj ij yxHkx 300 'kCnksa ¼izR;sd½ esa fuca/k fyf[k,% (4x2=80)

¼d½ LokLF; lsokWa, iznkudjus okys fpfdRldksa ,oa nok fuekZrkvksa ds chp lkWaB&xkWaB ¼lEcU/k½ & ,o

fpark dk fo"k; gS

¼[k½ Hkkjr esa vkarjkZT;h; ty fookn

¼x½ Lok/khurk laxzke esa lekt lq/kkjdksa dh Hkwfedk

¼?k½ #i;s ds fxjrs gq, ewY; dk Hkkjr dh vFkZO;oLFkk ij izHkko

¼M½ nf{k.k&iwohZ ,f’k;k esa phu dh vkdzed izHkwRo uhfr

¼p½ ehfM;k izpkj dk vkardokn ij izHkko

2) Write argument for and against each of the following statements in about 300 words.

a) A casteless society becomes distant through issues raised by reservation policies. (CAPF 2013)

b) Women empowerment in India so far is an urban phenomenon. (CAPF 2013)

3) Write reports on the following in about 200 words each.

a) The Uttarakhand disaster and the role of Indian military (CAPF 2013)

b) Crisis of ethics in the game of cricket (CAPF 2013)

4) Attempt a precis of the given passage of 450 words, in one-third of its length. Suggest a suita-

ble title. Write the precis, as far as possible, in your own words. State the number of words at

the end of the answer. Write the precis on the separate sheets provided and fasten them to the

answer book (CAPF 2013)

Indian literature has a long tradition and is a reflection of its culture through the ages. This fact

is often overlooked, since literature in English is popular amongst the urban middle class. The Brit-

ish attempted to categorise the main regional languages. Despite the Orientalists‟ admiration of the

Sanskrit tradition, the need to communicate with the locals or convert them to Christianity prompted

the British to learn the local language. As a result, a number of grammar books were written to un-

derstand these better. The nationalists also recognized the importance of regional languages. Mem-

bers of the



Congress Party realized that if they only spoke in English, they were alienated from their own people, as

it was considered to be synonymous with cultural domination.

In 1910, the Hindi Sahitya Sammelan (Conference on Hindi Literature) was held by the conserva-

tives of the Independence Movement. In 1916 the Benares Hindu University was founded with a similar

ideological aim to defend the great Hindu tradition. Gandhi, who endorsed it in the era between the two

world wars, disassociated himself from it in the 1940s and reproached the conservatives for promoting a

very Sanskritised Hindi. He advocated a synthesis, Hindustani, which could be used by all the speakers

of Urdu and Hindi. After Independence, the government supported Hindi, which eventually became the

official language of the nation and the mass media promoted a very Sanskritised form. Later, the increas-

ing power of the Hindu nationalists also encouraged the use of Hindi. Paradoxically, the English-

speaking intelligentsia also encouraged it as they did not want the communalists to monopolise the cul-

tural traditions of the country.

The growing domination of Hindi, which is evident due to a demographic balance of power, has

however not eclipsed other regional literatures. In 1954, the Sahitya Akademi was established by the

government. It considers Indian literature as „a literature in several languages.‟ Two of its fellows, UR

Ananthamurthy and K Satchidanandan, write in Dravidian languages – in fact, Ananthamurthy was

awarded the Jnanpith Award in 1994 for his work in Kannada. If the Akadami makes allowances for

Hindi literature, notably by giving prizes, it supports all other regional literatures equally. It acknowledg-

es more languages than the constitution, including Maithili, Dogri, Rajasthani and English and tries hard

to support them by following an active publications policy. The States Reorganization Act of 1956 rear-

ranged the States according to a linguistic principle. This too helped foster regional literature as the State

Governments supported it. The Sahitya Akademi seeks to focus on the common cultural traits that under-

lie literature written in Indian languages. The unity is associated with the structure of Indian society, its

caste divisions, its religious communities and gender inequality. This social dimension of Indian litera-

ture is important. (450 words)

5) Read the following passage and answer the questions. (CAPF 2013) (15)

Ever since the dawn of civilization, class inequality has existed. Among savage tribes at the present day,

it takes very simple forms. There are Chiefs and the Chiefs are able to have several wives. Savages, un-

like civilized men, have found a way of making wives a source of wealth, so that the more wives a man

has the wealthier he becomes. But this primitive form of social inequality soon gave way to others more

complex. In the main, social inequality has been bound up with inheritance and therefore, in all patriar-

chal societies, with descent in the male line. Originally, the greater wealth of certain persons was due to

military prowess. The successful fighter acquired wealth and transmitted it to his sons.

Congress Party realized that if they only spoke in English, they were alienated from their own people, as

it was considered to be synonymous with cultural domination.



In 1910, the Hindi Sahitya Sammelan (Conference on Hindi Literature) was held by the conserva-

tives of the Independence Movement. In 1916 the Benares Hindu University was founded with a

similar ideological aim to defend the great Hindu tradition. Gandhi, who endorsed it in the era be-

tween the two world wars, disassociated himself from it in the 1940s and reproached the conserva-

tives for promoting a very Sanskritised Hindi. He advocated a synthesis, Hindustani, which could be

used by all the speakers of Urdu and Hindi. After Independence, the government supported Hindi,

which eventually became the official language of the nation and the mass media promoted a very

Sanskritised form. Later, the increasing power of the Hindu nationalists also encouraged the use of

Hindi. Paradoxically, the English-speaking intelligentsia also encouraged it as they did not want the

communalists to monopolise the cultural traditions of the country.

The growing domination of Hindi, which is evident due to a demographic balance of power, has

however not eclipsed other regional literatures. In 1954, the Sahitya Akademi was established by the

government. It considers Indian literature as „a literature in several languages.‟ Two of its fellows,

UR Ananthamurthy and K Satchidanandan, write in Dravidian languages – in fact, Ananthamurthy

was awarded the Jnanpith Award in 1994 for his work in Kannada. If the Akadami makes allowanc-

es for Hindi literature, notably by giving prizes, it supports all other regional literatures equally. It

acknowledges more languages than the constitution, including Maithili, Dogri, Rajasthani and Eng-

lish and tries hard to support them by following an active publications policy. The States Reorgani-

zation Act of 1956 rearranged the States according to a linguistic principle. This too helped foster

regional literature as the State Governments supported it. The Sahitya Akademi seeks to focus on the

common cultural traits that underlie literature written in Indian languages. The unity is associated

with the structure of Indian society, its caste divisions, its religious communities and gender inequal-

ity. This social dimension of Indian literature is important. (450 words)

6) Read the following passage and answer the questions. (CAPF 2013) (15)

Ever since the dawn of civilization, class inequality has existed. Among savage tribes at the present

day, it takes very simple forms. There are Chiefs and the Chiefs are able to have several wives. Sav-

ages, unlike civilized men, have found a way of making wives a source of wealth, so that the more

wives a man has the wealthier he becomes. But this primitive form of social inequality soon gave

way to others more complex. In the main, social inequality has been bound up with inheritance and

therefore, in all patriarchal societies, with descent in the male line. Originally, the greater wealth of

certain persons was due to military prowess. The successful fighter acquired wealth and transmitted

it to his sons.



long discussions with them and some tried to convert him. It was a Jainist poet and thinker from

Bombay, Raychandbhai, who confirmed Gandhi in the faith of his fathers.

Gandhi met him on his return to India from England and continued to correspond with him

from South Africa, until the poet‟s premature death. In his autobiography, Gandhi wrote that only

once in his life had he come close to choosing a personal guru: yes, Raychandbhai. He considered

him “The best Indian of his time” and freely acknowledged his debt to the Jain. If his Christian

friends in London had awakened in him “the thirst for a religious quest,” Raychandbhai had taught

him that religion was essentially the control of one‟s own spirit and liberation from any attachment

or aversion to people or things.

It was principally during his South African years that Gandhi became acquainted with writers

whom he would consider masters for the rest of his life: Ruskin, Thoreau, Carpenter, Tolstoy. In

1904 he read Ruskin‟s Unto this Last, a book identifying the individual good with the common

good and speaking of the importance of work as the cornerstone of life; for Ruskin, all types of

work have equal dignity and value, whether they be intellectual or manual, noble or humble. In

1907, Gandhi read Thoreau‟s “On the Duty of Civil Disobedience” and was struck by its central

theme: one‟s duty to refuse to obey a country‟s laws if one believes them to be unjust. Two years

later, while in London, he read a volume written by the idealistic socialist, Edward Carpenter: civi-

lization: Its Cause and Cure. He found it „enlightening,‟ excellent in its analysis of civilization. An

advocate of the return to a simple life in harmony with nature, carpenter condemned modern civili-

zation as degrading and corrupting; like Ruskin, he exalted the joy of manual work, which indus-

trialism had separated from the creative project.

However, the author that struck Gandhi more than any other was Tolstoy. All during the rest

of his life, Gandhi would recognize his debt to the Russian writer. He probably read Tolstoy for

the first time during the London years of his youth, when he greatly admired the author‟s ideas and

work. But his first great encounter with Tolstoy dated back to 1894, in South Africa, when a friend

gave him a copy of God‟s reign is Within You. Gandhi‟s reading of it left an indelible impression

on him. He felt for the book and its author the same admiration that he had held for the Sermon on

the Mount. He found in it an admonition against responding to evil with violence, an exhortation to

love one‟s neighbor and practice pacifism and a confirmation of the ancient Indian commandment

(Jainist, in particular) of ahimsa. He also found a brief story of the forerunners of non-violence and

a catalogue of its advocates and „militants‟ at that time: from the Quakers to Tom Paine, from the

American abolitionists to the Russian duchobors.

In other books, by Tolstoy which he read in the years that followed, Gandhi was led to agree

more and more adamantly with the Russian‟s distillation of Christianity and of every religious

faith to the commandment to love one‟s neighbor; the aspiration toward a profound moral rebirth

of man; a highly critical attitude toward progress, science, luxury and wealth, as well as toward the

city, a place of alienation and destruction of man‟s deepest values.



(i) Why was Gandhi‟s experience in South Africa decisive? (CAPF 2013) (3)

(ii) Who was Gandhi‟s personal guru and why did he consider him so? (CAPF 2013) (3)

(iii) Who were the writers whom he considered as masters? (CAPF 2013) (3)

(iv) How did these masters influence Gandhi? (CAPF 2013) (3)

(v) How much was Gandhi impressed by Tolstoy? (CAPF 2013) (3)

A) Answer the following as directed. (CAPF 2013)

(i) Both of them did not partake in the function. (Correct the Sentence) (CAPF 2013)

(ii) As soon as the bell rang, the train started. (Rewrite the sentence using „No sooner‟) (CAPF

2013)

(iii) She would not … how old she was. (say. tell) (CAPF 2013)

(iv) If it does not stop raining we cannot play. (Begin with Unless‟) (CAPF 2013)

(v) The cattle damaged both the fence and the crop. (Rewrite using „not only…but also‟) (CAPF

2013)

(vi) He shouted, “Let me go,” (Change to Indirect Speech) (CAPF 2013)

(vii) Give the order. (Change the voice) (CAPF 2013)

(viii) Notwithstanding his hard work he did not succeed. (Rewrite the sentence using „yet‟) (CAPF

2013)

(ix) Durga is a brave girl (Change to Exclamatory Sentence) (CAPF 2013)

(x) He is as strong as his brother. (Change the degree of comparison without changing the meaning)

(CAPF 2013)

B) Use the following phrasal verbs in sentence of your own.

(i) to do away with (CAPF 2013)

(ii) to put up with (CAPF 2013)

(iii) turn down (CAPF 2013)

(iv) do without (CAPF 2013)

Fall back upon (CAPF 2013)

C) Fill in the blanks with prepositions

(i) She swims everyday………the summer. (CAPF 2013)

(ii) World War II lasted …….more than five years. (CAPF 2013)

(iii) They work everyday……… 7 am. (CAPF 2013)

(iv) He spoke …….. me. (CAPF 2013)

(v) India became a Republic ….. 1950. (CAPF 2013)



egRoiw.kZ vuqns’k

mEehnokj fuEufyf[kr vuqns’kkksa dks /;kuiwoZd i<saA fdlh Hkh vuqn’k dk mYya?ku gksus dh fLFkfr esa naM fn;k tk ldrk gSA

d`i;k u djsa%

bl iqfLrdk ds Hkhrj dgha Hkh viuk uke vFkok uqdzekad vFkok iz’u&lg&mRrj&iqfLrdk dh dze la- u fy[ksaA

fdlh Hkh iz’u&i= esa fn, x, ʺi=&ys[ku˝ iz’u ds uhps fdlh Hkh uke ls gLrk{kj u djsa vkSj u gh blds uhps

viuk vuqdzekad nsaA

viuh iz’u&lg&mRrj&iqfLrdk ds Hkhrj dgha Hkh iz’uksa ds okLrfod mRrjksa ds vfrfjDr dqN u fy[ksaA

viuh iz’u&lg&mRrj&iqfLrdk esa ls iUus u QkMsaA ;fn vkidks yxrk gS fd dksbZ i`"B ugha gS] rks blds ckjsa esa

i;Zos{kd@fujh{kd dks lwfpr djsaA

fo;ksT; :i esa miyC/k iz’u&i= vFkok izos’k&i= ij dqN u fy[ksaA mRrj dsoy fu/kkZfjr LFkku esa fy[ksaA viuh

iz’u&lg&mRrj&iqfLrdk Vscy ij vdsyk u NksaMsaA ijh{kk lekIr gksus ds ckn bls fujh{kd dks lkSai nsaA

Important Instructions

Candidates should read the under mentioned instructions carefully. Violation of any of the

instructions may lead to penalty.

DONTS:

Do not write your Name or Roll number or Serial No. of Question-Cum-Answer-Booklet

anywhere inside this Booklet. Do not sign the “Letter Writing”, if set in any paper by

name, nor append your roll number to it.

Do not write anything other than the actual answers to the questions anywhere inside

your Question-Cum-Answer-Booklet.

Do not tear off any leaves from your Question-Cum-Answer-Booklet. If you find any page

missing, do not fail to notify the Supervisor/Invigilator.

Do not write anything on the Question Paper available in detachable form or admission

certificate. Write answers at the specified space only.

Do not leave behind your Question-Cum-Answer-Booklet on your table unattended. It

should be handed over to the Invigilator after conclusion of the exam.

CAPF AC 2013

PAPER II

QUESTION CUM ANSWER

BOOKLET



/;ku nsus ;ksX; ckrs%

eq[; i`"B ij fn, x, vuqns’kksa rFkk bl iqfLrdk ds vxys i`"B ij bl iz’u&i= ds fy, fn, x, fo’ks"k vuqn’ksa

dks /;kuiwoZd i<sa vkSj budk dMkbZ ls vuqikyu djsA

iz’u&lg&mRrj&iqfLrdk ds eq[; i`"B ij fn, x, LFkku esa viuk vuqdzekad rFkk vU; fooj.k fy[ksaA

L;k gh esa fy[ksa vkSj fy[kkoV dks lqLi"V j[ksaA vkjs[k] fp=] bR;kfn dks cukus ds fy, isafly dk iz;ksx dj ldrs gSA

jQ dk;Z ¼dPph fVIif.k;kWa½ ds fy,] bl iqfLrdk ds vUr esa fn, x, [kkyh i`"Bksa dk iz;ksx fd;k tkuk pkfg,A jQ dk;Z

ckn esa iwjh rjg ls dkV nsaA

;fn vki vius fdlh mRrj dks jÌ djuk pkgsa rks mls isu ls dkV nsa vkSj ml ij ʺjÌ˝ fy[k nsa] vU;Fkk mldk ewY;kadu

fd;k tk ldrk gSA

ijh{kk Hkou NksMus ls igys viuh iz’u&lg&mRrj&iqfLrdk O;fDrxr #i ls fujh{kd dks lkSai nsaA

DO’TS:

Read the instructions on the cover page and the specific instructions to this Question Paper

mentioned on the next page of this Booklet carefully and strictly follow them.

Write your Roll number and other particulars, in the space provided on the cover page of the

Question-Cum-Answer-Booklet.

Write legibly and neatly in ink. Pencil may be used for drawing diagrams, sketches, etc

For rough work, blank pages provided at the end of this booklet should be used. The rough

work should be crossed through afterwards.

¼dsoy ijh{kkvksa }kjk Hkjk tk,@To be filled by the Examiners only½

iz’u la-

Question No.

‘’kq#vkrh i`"B la-

Starting Page No.

vad

Marks

[k.M ;ksx

Section Total

ijh{kd ds gLrk{kj

Signature of Examine

1

2

3

4

5

6

ldy ;ksx@ Grand Total



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,

Candidates must not write on this margin.

PATHFINDERS' ACADEMY PUNE

Enter to learn, Depart to serve!

ONE STOP SOLUTION FOR UPSC CAPF AC PREPARATION!

Write essays on any four of the following in about 300 words each. (4x20=80)

fuEufyf[kr esa ls fdUgha pkj ij yxHkx 300 'kCnksa ¼izR;sd½ esa fuca/k fyf[k,% (4x20=80)

a) Nexus between health practitioners and pharmaceutical companies, a concern

LokLF; lsokWa, iznkudjus okys fpfdRldksa ,oa nok fuekZrkvksa ds chp lkWaB&xkWaB ¼lEcU/k½

& ,o fpark dk fo"k; gS



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,







mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,







mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





b) Inter-state water disputes in India

Hkkjr esa vkarjkZT;h; ty fookn



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,







mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,







mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





c) Role of Social Reformers in the struggle for freedom

Lok/khurk laxzke esa lekt lq/kkjdksa dh Hkwfedk



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,







mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,







mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





d) Impact of falling value of rupee on Indian economy

#i;s ds fxjrs gq, ewY; dk Hkkjr dh vFkZO;oLFkk ij izHkko



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,







mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,







mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





e) China‟s policy of aggressive dominance in South-East Asia

nf{k.k&iwohZ ,f’k;k esa phu dh vkdzed izHkwRo uhfr



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,







mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,







mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





f) Effect of media publicity on terrorism

ehfM;k izpkj dk vkardokn ij izHkko



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,







mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,







mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





2) Write argument for and against each of the following statements in about 300 words.

a) A casteless society becomes distant through issues raised by reservation policies. (CAPF 2013)



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,







mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,







mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





b) Women empowerment in India so far is an urban phenomenon. (CAPF 2013)



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,







mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,







mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





3) Write reports on the following in about 200 words each.

a) The Uttarakhand disaster and the role of Indian military (CAPF 2013)



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,







mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





b) Crisis of ethics in the game of cricket (CAPF 2013)



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,







mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





4) Attempt a précis of the given passage in one-third of its length. Do not suggest a title.

Write, as far as possible, in your own words. The précis must be written only in the

précis-format given below:

Indian literature has a long tradition and is a reflection of its culture through the ages. This

fact is often overlooked, since literature in English is popular amongst the urban middle class. The

British attempted to categorise the main regional languages. Despite the Orientalists‟ admiration of

the Sanskrit tradition, the need to communicate with the locals or convert them to Christianity

prompted the British to learn the local language. As a result, a number of grammar books were writ-

ten to understand these better. The nationalists also recognized the importance of regional languages.

Members of the Congress Party realized that if they only spoke in English, they were alienated from

their own people, as it was considered to be synonymous with cultural domination.

In 1910, the Hindi Sahitya Sammelan (Conference on Hindi Literature) was held by the

conservatives of the Independence Movement. In 1916 the Benares Hindu University was founded

with a similar ideological aim to defend the great Hindu tradition. Gandhi, who endorsed it in the era

between the two world wars, disassociated himself from it in the 1940s and reproached the con-

servatives for promoting a very Sanskritised Hindi. He advocated a synthesis, Hindustani, which

could be used by all the speakers of Urdu and Hindi. After Independence, the government supported

Hindi, which eventually became the official language of the nation and the mass media promoted a

very Sanskritised form. Later, the increasing power of the Hindu nationalists also encouraged the

use of Hindi. Paradoxically, the English-speaking intelligentsia also encouraged it as they did not

want the communalists to monopolise the cultural traditions of the country.

The growing domination of Hindi, which is evident due to a demographic balance of pow-

er, has however not eclipsed other regional literatures. In 1954, the Sahitya Akademi was established

by the government. It considers Indian literature as „a literature in several languages.‟ Two of its

fellows, UR Ananthamurthy and K Satchidanandan, write in Dravidian languages – in fact, Anan-

thamurthy was awarded the Jnanpith Award in 1994 for his work in Kannada. If the Akadami makes

allowances for Hindi literature, notably by giving prizes, it supports all other regional literatures

equally. It acknowledges more languages than the constitution, including Maithili, Dogri, Rajasthani

and English and tries hard to support them by following an active publications policy. The States

Reorganization Act of 1956 rearranged the States according to a linguistic principle. This too helped

foster regional literature as the State Governments supported it. The Sahitya Akademi seeks to focus

on the common cultural traits that underlie literature written in Indian languages. The unity is associ-

ated with the structure of Indian society, its caste divisions, its religious communities and gender

inequality. This social dimension of Indian literature is important. (450 words)



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





SPECIAL SHEET FOR PRECIS

Write one word ineach division and five words in each line. Punctuate your passage

in the usual way and divide it into paragraphs, if necessary. You may make a rough

copy first, if you so wish, on the rough pages in the answer-book. The rough work

should be scored through before you hand over your answer-book.

Do not

write

On this

margin.

10

20

30

40

50

60

70

80

90

100

110



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





Do not write

On this mar-

gin.

120

130

140

150

160

170

180

190

200

210

220



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





5) Read the following passage and answer the questions. (3x5=15)

Ever since the dawn of civilization, class inequality has existed. Among savage

tribes at the present day, it takes very simple forms. There are Chiefs and the Chiefs

are able to have several wives. Savages, unlike civilized men, have found a way of

making wives a source of wealth, so that the more wives a man has the wealthier he

becomes. But this primitive form of social inequality soon gave way to others more

complex. In the main, social inequality has been bound up with inheritance and

therefore, in all patriarchal societies, with descent in the male line. Originally, the

greater wealth of certain persons was due to military prowess. The successful fight-

er acquired wealth and transmitted it to his sons.

Wealth acquired by the sword usually consisted of land and to this day land-

owning is the mark of the aristocrat, the aristocrat being in theory the descendant of

some feudal baron, who acquired his lands by killing the previous occupant and

holding his acquisition against all comers. This is considered the most honourable

source of wealth. There are others slightly less honourable, exemplified by those

who, while completely idle themselves, have acquired their wealth by inheritance

from an industrious ancestor and yet others, still less respectable, whose wealth is

due to their own industry. In the modern world, the plutocrat who, though rich, still

works is gradually ousting the aristocrat, whose income was in theory derived sole-

ly from ownership of land and natural monopolies. There have been two main legal

sources of property: one, the aristocratic source, namely, ownership of land; the

other, the bourgeois source, namely, the right to the produce of one‟s own labour.

The right to the produce of one‟s own labour has always existed only on paper, be-

cause things are made out of other things and the man who supplies the raw materi-

al exacts a right to the finished product in return for wages or where slavery exists,

in return for the bare necessaries of life. We have thus three orders of men-the land-

owner, the capitalist and the proletarian. The capitalist in origin is merely a man

whose savings have enabled him to buy the raw materials and the tools required in

manufacturing and who has thereby acquired the right to the finished product in re-

turn for wages. The three categories of land-owner, capitalist and proletarian are

clear enough; but in practice the distinctions are blurred.

A land-owner may employ business methods in developing a seaside resort

which happens to be upon his property. A capitalist whose money is derived from

manufacture may invest the whole or part of his fortune in land and take to living

upon rent. A proletarian, in so far as he has money in the savings bank or a house

which he is buying on the instalment plan, becomes to that extent a capitalist or a

land-owner as the case may be. The eminent barrister who charges a thousand guin-

eas for a brief should, in strict economics, be classified as a proletarian. But he

would be indignant if this were done and has the mentality of a plutocrat.



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





(i) How is social inequality bound with inheritance? (3)

(ii) What is the irony in the most honourable source of wealth? (3)



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





(iii) What are the two legal sources of property? (3)

(iv) How does the writer distinguish the three orders of men? (3)



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





(v) Who is a plutocrat? (3)



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





Read the following passage and answer the questions. (15)

Gandhi‟s experience in South Africa was decisive: not only in his political,

family and social life, but also for his culture and religion. Two of his most faithful

collaborators there, Henry Polak and Hermann Kallenbach, were secular Jews. Gan-

dhi had occasion to meet exponents of diverse religions and denominations, includ-

ing Christian ones; he held long discussions with them and some tried to convert

him. It was a Jainist poet and thinker from Bombay, Raychandbhai, who confirmed

Gandhi in the faith of his fathers.

Gandhi met him on his return to India from England and continued to corre-

spond with him from South Africa, until the poet‟s premature death. In his autobi-

ography, Gandhi wrote that only once in his life had he come close to choosing a

personal guru: yes, Raychandbhai. He considered him “The best Indian of his time”

and freely acknowledged his debt to the Jain. If his Christian friends in London had

awakened in him “the thirst for a religious quest,” Raychandbhai had taught him

that religion was essentially the control of one‟s own spirit and liberation from any

attachment or aversion to people or things.

It was principally during his South African years that Gandhi became acquaint-

ed with writers whom he would consider masters for the rest of his life: Ruskin,

Thoreau, Carpenter, Tolstoy. In 1904 he read Ruskin‟s Unto this Last, a book iden-

tifying the individual good with the common good and speaking of the importance

of work as the cornerstone of life; for Ruskin, all types of work have equal dignity

and value, whether they be intellectual or manual, noble or humble. In 1907, Gan-

dhi read Thoreau‟s “On the Duty of Civil Disobedience” and was struck by its cen-

tral theme: one‟s duty to refuse to obey a country‟s laws if one believes them to be

unjust. Two years later, while in London, he read a volume written by the idealistic

socialist, Edward Carpenter: civilization: Its Cause and Cure. He found it

„enlightening,‟ excellent in its analysis of civilization. An advocate of the return to

a simple life in harmony with nature, carpenter condemned modern civilization as

degrading and corrupting; like Ruskin, he exalted the joy of manual work, which

industrialism had separated from the creative project.

However, the author that struck Gandhi more than any other was Tolstoy. All

during the rest of his life, Gandhi would recognize his debt to the Russian writer.

He probably read Tolstoy for the first time during the London years of his youth,

when he greatly admired the author‟s ideas and work. But his first great encounter

with Tolstoy dated back to 1894, in South Africa, when a friend gave him a copy of

God‟s reign is Within You. Gandhi‟s reading of it left an indelible impression on

him. He felt for the book and its author the same admiration that he had held for the

Sermon on the Mount. He found in it an admonition against responding to evil with

violence, an exhortation to love one‟s neighbor and practice pacifism and a confir-

mation of the ancient Indian commandment (Jainist, in particular) of ahimsa. He

also found a brief story of the forerunners of non-violence and a catalogue of its

advocates and „militants‟ at that time: from the Quakers to Tom Paine, from the

American abolitionists to the Russian duchobors.



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





In other books, by Tolstoy which he read in the years that followed, Gandhi

was led to agree more and more adamantly with the Russian‟s distillation of Chris-

tianity and of every religious faith to the commandment to love one‟s neighbor; the

aspiration toward a profound moral rebirth of man; a highly critical attitude toward

progress, science, luxury and wealth, as well as toward the city, a place of aliena-

tion and destruction of man‟s deepest values.

(i) Why was Gandhi‟s experience in South Africa decisive? (3)

(ii) Who was Gandhi‟s personal guru and why did he consider him so? (3)



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





(iii) Who were the writers whom he considered as masters? (3)

(iv) How did these masters influence Gandhi? (3)



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





(v) How much was Gandhi impressed by Tolstoy? (3)



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





7) A) Answer the following as directed. (CAPF 2013)

(i) Both of them did not partake in the function. (Correct the Sentence)

(ii) As soon as the bell rang, the train started. (Rewrite the sentence using

„No sooner‟)

(iii) She would not … how old she was. (say. tell)

(iv) If it does not stop raining we cannot play. (Begin with Unless‟)

(v) The cattle damaged both the fence and the crop.

(Rewrite using „not only…but also‟)

(vi) He shouted, “Let me go,” (Change to Indirect Speech)



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





(vii) Give the order. (Change the voice)

(viii) Notwithstanding his hard work he did not succeed.

(Rewrite the sentence using „yet‟)

(ix) Durga is a brave girl (Change to Exclamatory Sentence)

(x) He is as strong as his brother. (Change the degree of comparison without

changing the meaning) (CAPF 2013)

B) Use the following phrasal verbs in sentence of your own.

(i) to do away with

(ii) to put up with

(iii) turn down



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





(iv) do without

(v) Fall back upon

C) Fill in the blanks with prepositions

(i) She swims everyday………the summer.

(ii) World War II lasted …….more than five years.

(iii) They work everyday……… 7 am.

(iv) He spoke …….. me.

(v) India became a Republic ….. 1950.



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





SPACE FOR ROUGH WORK



mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,








mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,








mEehnokjksadks

bl gkf’k, esa

ugh fy[kuk

pkfg,





EVALUATION AND FEEDBACK Q. No. Question Sr. No. Feedback Marks

1 Essay 1

2

3

4

5

6

2 Arguments 1

2

3 Reports 1

2

4 Précis

5 Comprehen-

sion

6 Grammar



Documents

GENERAL STUDIES, ESSAY AND COMPREHENSIONpathfindersacademypune.com/downloads/oYfIPphvOM.pdf · Ikz’u la[;k 1 fganh vkSj vaxzsth esa Nik gSA bldk mRrj ;k rks fganh esa fy[kk tkuk